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Strategies for Improving Low Academic Performance in English Language in Secondary Schools

Strategies for Improving Low Academic Performance in English Language in Secondary Schools

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DEDICATION

This research material, titled “Strategies for Improving Low Academic Performance in English Language in Secondary Schools” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of English Language for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Strategies for Improving Low Academic Performance in English Language in Secondary Schools provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



Strategies for Improving Low Academic Performance in English Language in Secondary Schools

CHAPTER ONE

Introduction

1.1 Background of the Study

The modern trend in education and the complex nature of learning and instruction have made the role of the teachers more challenging. This new role does not just involve the more transmission of information to students but it involves looking at the problems associated with learning and instruction. The National Policy on Education (NPE, 2004) in Nigeria emphasized that our children should be educated properly so that they can acquire skills and competencies that would enable them function well and solve problems in the society. The accomplishment and realization of these important educational goals in Nigeria lies in the new trend in the educational approaches.
These new approaches to learning and instruction expose the students to conceptualize and effectively manage their own learning and thus reinforce their learning and transfer their training in practical situations.

Despite the new approach to learning and instruction, English language at the Senior Secondary School level in Nigeria has been plagued with poor results and low achievements. Annual results from West African Examinations Council (WAEC) reveal woeful performances from the students who have made enrolment for English language examinations a yearly ritual. It is worrisome to note too that the performance of these students has continued to deteriorate year after year. It is understood that if the situation in English Language remains like this, it will affect both the economic and technological growth of the state. This is because a good mastery of English language is mandatory on all students in order to do well in other secondary school subjects. Students who are handicapped in English language are therefore likely to be handicapped in the acquisition of skills in arts and technological related subjects.

From the foregoing, therefore, we can conclude that English language is an indispensable language of communication in Kaduna.

1.2 Statement of the Problem

This research as stated above concerns itself with the study of strategies for improving low academic performance in English language by suggesting possible solution to the following questions:

  1. What are the attitude/feelings of the students towards the studying of English language?
  2. What account for the decline in performance in the subject (English language)?
  3. Do they have enough material and human resources for the teaching and learning process?
  4. Do they understand the subject very well?
  5. Does the Senior Secondary School Certificate (SSCE) syllabus have either a positive or a negative effect on the student performance?
…

CHAPTER TWO

2.0 Literature Review

2.1 Introduction

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Defense Procedure for English Language Researchers

In preparation for defending a project or seminar on Strategies for Improving Low Academic Performance in English Language in Secondary Schools, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.

Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.

Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.

During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.

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